TM Lesson 6

• Taal
• HBO
• Studiejaar 4

How are you feeling today?

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Welcome to session 6: Feedback time!

WALT/ AIM: Before the end of the lesson, students are able to apply SMART peer feedback on 3 different plans for the summative TM assignment.

WILF/ SC: 

• Students can define and recognise SMART aims and SC
• Students can evaluate if aim(s) and SC in a plan for the TM lesson series are SMART
• Students can describe a variety of C4Us 
  
• Students can evaluate if C4Us have been chosen effectively
• Students can describe the requirements of SMART feedback
• Students can formulate SMART feedback

          

What IS feedback?

Feedback is a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies.

(www.feedbackforlearning.org)

(Queen’s University Ontario)

'timely' refers to

1. feedback given with a time limit
2. feedback given at the right time

'goal-directed' refers to

1. being related to the aims and SC
2. aiming for the highest grade

'encourages self-assessment' means

1. engaging students' sense of ownership for their learning
2. feedback should come from self-assessment activities

'descriptive' refers to

1. describes the instructions again
2. describes the next steps

'ongoing' means

1. it provides many oportunities for learning and improvement
2. it is timely

'collaborative' is important because

1. we want students to help each other
2. we want students to engage with the feedback

Which feedback is SMART?

1. Good job! I'm really proud of you. Your story is fantastic!
2. 'Teached' is wrong. It should be 'taught'.
3. What happens to the verb when he, she, it, a name or a thing is the subject of the sentence?
4. You have made a lot of mistakes in your sentences. Please look up the rules and do better next time.

'As a rule of thumb, if we are helping individual students and find more than ....?... students facing the same problem, it’s worth stopping the class to offer guidance.'
Fletcher-Wood, H. (2017, October 22) The evidence on feedback: A decision tree. Improving Teaching. https://improvingteaching.co.uk/2017/10/22/the-evidence-on-feedback-a-decision-tree/

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Immediate feedback:

Immediate feedback is more effective for simpler tasks earlier in the learning process: correcting errors immediately leads to faster acquisition (Hattie and Timperley, 2007

When should feedback be delayed or not given at all?

1. If students lack knowledge.
2. If the task provides its own feedback.
3. If the task is relatively easy for students or if it is a complex task.
4. If students have not done their best yet.

Peer Feedback & Self-assessment: examples

Brightspace - Session 5 - Post

'3 examples...'

Peer feedback form

• Go to Brightspace - Session 6 - Class time - Peer feedback form
• Reformulate the feedback form so it will become effective
• Use the feedback form to give each other feedback and feed forward on your assignment

Give Peer Feedback!

Give feedback on the lesson series plan of one of your peers using the peer feedback form (20-25 mins)

For homework, you were asked to bring:

• Description of learners
• Description of lesson series (with theory)
• Aim for lesson series and SC
• A variety of C4U
• Description of intended self-assessment and peer feedback

Any questions about designing, and carrying out the lesson series? About giving feedback?